ࡱ> ` 9rbjbjss ;Z9jfffffffZD:*****A--------oqqqqqq$hXf2--22ff--6662f-f-o62o66Oqffv-- dT*4s4w0SspX64XhvXfv-H.6/0O---6---2222AAAvdrAAAz$Vffffff Recommendation for Implementation of General Education Outcomes at 91ֱ in Accordance with Accreditation Standards IIA.2.b, IIA.2.f., and IIA.3 June 6,2006 I. Preface Mt. 91ֱ is currently using the Nichols model for SLOs/AUOs assessment; in comparison with other General Education Outcomes assessment models, the Nichols model, grounded in the creators 15 years working with 250 institutions, is by far the most credible (see Bibliography). The college is required to assess its General Education Outcomes in three accreditation standards. 11A2f is representative of those standards: The institution engages in ongoing, systematic evaluation and integrated planning to assure currency and measure achievement of its stated learning outcomes for courses, certificates, and programs including general and vocational education, and degrees. The institution systematically strives to improve those outcomes and makes the results available to appropriate constituencies. General Education outcomes are statements of what groups of students will think, know, or value upon completion of a colleges General Education 91ֱ. These are not statements of what faculty intended to do as part of the General Education process. To measure General Education Outcomes, faculty members across disciplines create 3-5 outcomes that support one or more areas of the colleges General Education philosophy. Then those outcomes are assessed within the given course or program in order to improve the Gen Ed program. Typical assessments include standardized tests given to freshmen and graduates, standardized and locally developed entrance and exit surveys, performance assessments and behavior observations, and locally developed cognitive assessments. Its important to note, Criterion for success is established by the faculty for their exclusive useit is not a tool for making administrative judgments concerning the program (Nichols, A Practitioners 62). If we move beyond the simple definition, we see that Outcomes concerning general education serve a number of purposes. The most important of these purposes is the articulation of the educational characteristics that we seek in generally or liberally educated students at the time of their completion of the GE curriculum. In addition, these outcomes serve important roles regarding validation of the institutions statement of purpose, engagement of the faculty, and the assessment process itself (Nichols, General Education 29). General Education Outcomes assessment is a monumental project for a college to undertake; it is assessment on a global scale. It is necessary, therefore, just as it was for SLOs/AUOs implementation, to establish a plan, a three-year timeline, and designated roles and responsibilities in order to ensure the projects effectiveness. II. Mt. 91ֱs General Education Philosophy General education is the distinguishing feature of higher education. It is a broadly based core of humanistic knowledge and abilities, acquisition of which is the distinctive characteristic of the educated person. General education courses emphasize the ability to reason, to examine issues from different perspectives, to challenge authority, and to communicate ideas logically and confidently. They inculcate open-mindedness, respect for differences among people, and knowledge of self. They provide an understanding of the human condition and of human accomplishments and encourage a lifelong interest in learning. Courses that fulfill general education requirements must: Require post-secondary level skills in reading, writing, computation, and critical thinking. Improve students abilities to: communicate oral and written ideas effectively; define problems, design solutions, critically analyze results; work effectively and cooperatively with others; develop and question personal and societal values, make informed choices, and accept responsibility for ones decisions; function as active, responsible, ethical citizens; acquire the curiosity and skills essential for life-long learning. 3. Impart understanding, knowledge, and appreciation of: our shared scientific, technological, historical, and artistic heritage, including the contributions of women, ethnic minorities, and non-western cultures; the earths ecosystem, including the processes that formed it and the strategies that are necessary for its maintenance; human social, political, and economic institutions and behavior, including their interrelationships; the psychological, social, and physiological dimensions of men and women as individuals and as members of society (p.32 2006-2007 College Catalog). Consideration of the colleges General Education philosophy and its requirements, reveals the scope of the assessment project before us. III. Seven Steps to Gen Ed Assessment Briefly, there are 7 general steps required to move through the process, and they are all faculty-directed. Step One: The College will adopt either the course or program approach to assessment (see attached sample) Course: The course approach to General Education Outcomes assessment looks at what students know, do, think, or feel with regard to General Education tenets in particular courses Advantages: Faculty may stay within their comfort zone (discipline) for the majority of the work Disadvantages: Course approach does not fit well with accreditation requirement, which speaks to the General Education program in its entirety Increased work load for faculty. According to Nichols, the course level approach to GE assessment generates a level of assessment work at the course level which is so resource and labor intensive that it can not be sustained for any meaningful period of time (19). 91ֱ: The program approach to General Education Outcomes looks at what students know, do, think, or feel with regard to General Education tenets upon transfer/graduation Advantages: Allows for comprehensive assessment beyond individual section and instructor Meets accreditation standards More accomplishable year in and out Significantly less work for faculty Improves cross-department communication Disadvantages: Requires faculty to work across departmental lines May require class time for assessment Step Two: The colleges Academic Senate will create the General Education Committee through a resolution process. Its membership will represent all General Education Areas. It will generate outcomes, document campus-wide efforts to assess them, and ensure that the entire Gen Ed program is assessed over time (see attached General Education Committee Purpose and Function Statements and Membership list). Step Three: The General Education Committee will make a recommendation to Academic Senate, suggesting the college assess either several Gen Ed outcomes from a variety of areas, which will require significantly more effort on the part of faculty but will enable the college to move through the program assessment rapidly, or one Gen Ed outcome per year, which will slow the process down and lessen faculty work load. Step Four: The college faculty, in conjunction with the Gen Ed Committee (including the Educational Research Assessment Analyst), will determine how the chosen outcomes will be assessed. In brief, the options for assessment are: Cognitive Assessment- absolute measures of learning or academic achievement as well as measures of growth in abilities from students entrance in General Education program to graduation/transfer Standardized cognitive tests Advantages: Normative comparisons may be made Readily available Comprehensive Validity of results accepted outside of college Disadvantages May be a poor fit with college GE Liberal Arts faculty often opposed to standardized tests Cost Difficult to motivate students to put in time required Locally developed cognitive tests Advantages: Good fit with Gen Ed More accepted by faculty Meet accreditation standards Colleges Educational Research Assessment Analyst may guide the process Disadvantages: Time and effort for faculty Little external credibility Attitudinal Means of Assessment -surveys completed by students while enrolled or upon graduation, students as alumni, or alumni employers Standardized surveys Advantages: Availability Normative comparisons readily available Ability to add locally developed items Disadvantages: Match of survey items to actual college Gen Ed 91ֱ Viewed as indirect by accrediting agencies Cost Locally developed surveys: Advantages: Specific wording to match college needs Adjustable Disadvantages: Effort to produce (up to one year), No normative comparison Performance Assessment-contrived situation that requires the student to demonstrate a skill or value identified in Gen Ed outcomes while he or she is still enrolled (videos of oral presentations, responses to case studies, analysis of writing). Advantages: Provides direct evidence Disadvantages: Requires significant extra work for faculty Behavioral Observation occurs when student actions are documented for assessment either during their attendance (i.e. case studies in capstone course for major) or after they leave (i.e. alumni surveys), which may be used as an indicator of values or beliefs. This form of assessment must determine graduates enhancement of or change in values or beliefs that occurred while they were enrolled. Advantages: May be the only method available to collect the data Disadvantages: May not be accurate Step Five (see attached Gen Ed 5 column model sample): The college faculty will determine criterion for success, which will identify for each means of assessment how well students completing the GE program are to perform. The college faculty will also determine a secondary, more detailed, minimum subscale for scoring, which will identify the need for faculty to determine the cause of students poor performance and to make the necessary improvements to the program Step Six (see attached Gen Ed 5 column model sample): The college faculty, in conjunction with Gen Ed committee and coordinated by the Educational Research Assessment Analyst, will determine how assessment will be conducted. Will it survey entire population or a representative sample? How will it resolve participation Issues? Option: Assessment Day Advantages: Data collection is simpler Disadvantages Students may not take this seriously Faculty time and effort required Option: Course imbedded Assessment (oral presentations, writing samples taken in classroom settings) Advantages Fewer problems with student performance Disadvantages Logistics of data collection Faculty time and effort required Step Seven (see attached Gen Ed 5 column model sample): College research department will tally and submit results to the Gen Ed committee and individual departments involved. Faculty will then make changes to curriculum, ranging from adjustment of course syllabi or means of instruction to updating material to refocusing of content within courses to align instruction across disciplines. Step Eight (see attached Gen Ed 5 column model sample): College faculty, in conjunction with the Gen Ed committee, will document results. These documented results will be uploaded to the accreditation warehouse as appropriate. This documentation should be: written in past tense statements of what was actually done a logical result of assessment described detailed enough to be convincing based on and responsive to the assessment results IV. General Education 5 Column Sample V. Initial recommendations by SLOs/AUOs Coordinator and Educational Research Assessment Analyst for Successful General Education Implementation (see attached Gen Ed Implementation Timeline) After the Academic Senate has approved the Gen Ed Implementation Proposal, a General Education Committee will be created by the Academic Senate by mid Fall 2006: Central guidance and coordination of assessment activities should be provided by the general education assessment committee. Otherwise individual departments will tend to go their own way; with the result there will probably be gaps in coverage of outcomes, overlaps regarding other outcomes and duplication of effort (Nichols, A Practitioners 68). (see attached Gen Ed Committee Purpose and Function statement and membership list). A pilot project should begin by the end of-Fall 2006 under the direction of the General Education Committee. Coordinated by the Educational Research Assessment Analyst, it will yield baseline data by the end of Spring 2007 The first round of outcomes should be chosen by General Education Committee by the end of Spring 2007 and approved by the Academic Senate by the end of Spring 2007 Gen Ed assessment should begin Fall 2007, when new calendar has gone into effect, after SLOs/AUOs have been institutionalized but before the next accreditation cycle. The college should utilize program level assessment to better meet accreditation standards The college should assess one concrete outcome such as math competence or writing competence and one values outcome such as working effectively. The college should choose outcomes that will serve dual purposes For example, equity and diversity issues are in focus at this time, so it might work to create outcomes designed to assess related issues. That way, the survey results could do double duty. Writing pre-requisites are an issue currently, so it might be valuable to create an outcome designed to assess related issues. To reduce costs, the college should tack Gen Ed assessment onto existing surveys (CIRP for entering Freshmen and Career Services graduate employment survey for alumni) when feasible. To reduce costs, the college should utilize representative samples (when feasible), existing tests (the AWE) and course imbedded assessment. VI. General Education Committee Committee Purpose: The committee will be responsible for the creation, assessment, and documentation of college Gen Ed outcomes efforts. Further it will see that the data are utilized, monitor use of data regarding cross disciplinary outcomes such as critical thinking and ensure that uses of the data in one discipline do not have an adverse impact on other disciplines ( 62 ). The committee will report to the Academic Senate Committee Functions: Create General Education outcomes Evaluate and adjust timeline for implementation and activities Monitor sequencing of outcomes creation to cover the entire Gen Ed program In conjunction with faculty, determine means of assessment and criteria for success In conjunction with researcher, oversee assessment process Oversee department/discipline use of results Publicize improvement to the Gen Ed program Document efforts and results in Quick Place and in the colleges Accreditation Self-Study Warehouse Committee Members; Dean of Instruction SLOs/AUOs Project Coordinator Educational Research Assessment Analyst Director of Research and Institutional Effectiveness Representative from Information Technology 2 faculty representatives from each General Education area VII. Final Note: This recommendation is not intended to be definitive; it is, however, intended to start the discussion about General Education Outcomes assessment on campus and to suggest possible options for implementation. It is also intended to depict the vital role the General Education Committee will play in the process along with its crucial connection to the faculty. Because this is going to require much time and effort from the faculty, it is important to determine the most efficient means to a productive end. The following quotation from Dr. Nichols sums up nicely what is in store for the college: Assessment and improvement in General Education is one of those activities that are absolutely necessary, but neither fun nor easy. It is uncomfortable, tense, and frequently very frustrating work. However, adjustments in Gen Ed and improvement of student learning in Gen Ed will benefit a broader segment of the campus community than any other action in overall institutional effectiveness implementation (72). Works Cited Nichols, James O. A Practitioners Handbook for Institutional Effectiveness and Student Outcomes Assessment Implementation. 3rd ed. New York: Agathon, 2002. Nichols, James O. General Education Assessment for Improvement of Student Academic Achievement: Guidance for Academic Departments and Committees. New York: Agathon, 2001. Bibliography Banta, T.W. Making a Difference: Outcomes of a Decade of Assessment in Higher Education. San Francisco: Jossey- Bass, 1993. Gaff, J.G. New life for the College Curriculum: Assessing Achievements and Furthering Progress in Reform of General Education. San Francisco: JosseyBass, 1991 Hutchings, P., Marcheson. Using Assessment to Strengthen General Education. Washington, DC: AAHE,1991 Morante, E. Handbook of Outcomes Assessment for 2 Year College. Hemet: College of the Desert .2003 Raisman, N., Directing General Education Outcomes, New Directions for Community College, San Francisco: Jossey- Bass, 1993. Schulte, J., Assessing General Education Outcomes for the Individual :Student: Performance Assessment as Learning. Milwaukee: Alverno College Institute,1994 Scroggins, Bill. The Teaching-Learning Cycle: Using SLO Results to Improve Teaching and Learning. , 2003. Seybert, J., Community College Strategies: Assessment of General Education, Assessment Update. 6(2).12, 1994 General Education Assessment Implementation 2006-2007 Areas of InterestAug - OctNov - JanFeb - AprMay - JulyProfessional & Organizational DevelopmentSupplemental workshopsSupplemental workshops On-campus conferenceAssess results of training, surveys- Upload to Accreditation Warehouse Determine future needsPIE (Planning for Institutional Effectiveness) All Depts./Units begin PIE Coordinator provides assistanceDec All Depts./Units submit PIE to Managers Jan All Managers submit summaries to VPs Feb VPs submit summaries to IECInstitutional Effectiveness Committee summary/evaluation of PIE process submitted to PAC Upload to accreditation warehouseDepartments/Units/ 91ֱs SLOs/AUOs effortsCoordinator works in all depts. /units Coordinator works in Division Offices Coordinator works in all depts. /units Coordinator works in VPs officesCoordinator works in all depts. /units General Education Outcomes Efforts-Year OneGen Ed efforts beginGen Ed efforts continue  Gen Ed efforts continueGen Ed Committee summary evaluation of Gen Ed results Project SLOs/AUOsCoordinator generates new SLOs/AUOs and means of assessmentCoordinator continues multiple measures of assessmentCoordinator continues multiple measures of assessmentResearcher summarizes data to be included in Project Summary EvaluationAccreditationSLOs/AUOs 5 column info uploaded to warehouseSLOs/AUOs 5 column info uploaded to warehouseSLOs/AUOs 5 column info uploaded to warehouse Gen Ed 5 column info uploaded to warehouseC o m m u n i c a t i o nInformal Updates Opening Meeting: status report Coordinator updates Mgmt Teams/ Divisions Monthly Newsletters Coordinator updates Mgmt Teams/ Divisions Monthly Newsletters Coordinator updates Mgmt Teams/ Divisions Monthly Newsletters May: Final Newsletter for the year Formal Reports August: Report to all constituents w/ status reportsDec: Report to all constituents w/status reportsJan: Report to all constituents w/ status reportsMay: Report to all constituents w/ status reports Project Summary/Evaluation to Dean and VP Instruction, and Faculty AssociationForumsInter-area discussion On Gen Ed outcomesInter-area discussion on PIE ProcessWebsiteupdatesupdatesupdatesUpdates General Education Assessment Implementation 2007-08 Areas of InterestAug - OctNov - JanFeb - AprMay - JulyProfessional & Organizational DevelopmentSupplemental workshopsSupplemental workshops On-campus conferenceAssess results of training, surveys- Upload to Accreditation Warehouse Determine future needsPIE (Planning for Institutional Effectiveness) All Depts./Units begin PIE Coordinator provides assistanceDec: All Depts./Units submit PIE to Managers Jan: All Managers submit summaries to VPs Feb: VPs submit summaries to IECInstitutional Effectiveness Committee summary/evaluation of PIE process To PAC Upload to accreditation warehouseDepartments/Units/ 91ֱs SLOs/AUOs effortsCoordinator works in all depts. /units Coordinator works in Division Offices Coordinator works in all depts. /units Coordinator works in VPs officesCoordinator works in all depts. /units General Education Outcomes Efforts-Year OneGen Ed efforts beginGen Ed efforts continue  Gen Ed efforts continueGen Ed Committee summary evaluation of Gen Ed results Project SLOs/AUOsCoordinator generates new SLOs/AUOs and means of assessmentCoordinator continues multiple measures of assessmentCoordinator continues multiple measures of assessmentResearcher summarizes data to be included in Project Summary EvaluationAccreditationSLOs/AUOs 5 column info uploaded to warehouseSLOs/AUOs 5 column info uploaded to warehouseSLOs/AUOs 5 column info uploaded to warehouse Gen Ed 5 column info uploaded to warehouseC o m m u n i c a t i o nInformal Updates Opening Meeting: status report Coordinator updates Mgmt Teams/ Divisions Monthly Newsletters Coordinator updates Mgmt Teams/ Divisions Monthly Newsletters Coordinator updates Mgmt Teams/ Divisions Monthly Newsletters May: Final Newsletter for the year Formal Reports August: Report to all constituents w/ status reportsDec: Report to all constituents w/status reportsJan: Report to all constituents w/ status reportsMay: Report to all constituents w/ status reports Project Summary/Evaluation to Dean and VP Instruction, and Faculty AssociationForumsInter-area discussion On Gen Ed outcomesInter-area discussion on PIE ProcessWebsiteupdatesupdatesupdatesupdates General Education Assessment Implementation Timeline 2008-09 Areas of InterestAug - OctNov - JanFeb - AprMay - JulyProfessional & Organizational DevelopmentSupplemental workshopsSupplemental workshops On-campus conferenceAssess results of training, surveys- Upload to Accreditation Warehouse Determine future needsPIE (Planning for Institutional Effectiveness) All Depts./Units begin PIE Coordinator provides assistanceDec: All Depts./Units submit PIE to Managers Jan: All Managers submit summaries to VPs Feb: VPs submit summaries to IECInstitutional Effectiveness Committee summary/evaluation of PIE process to PAC Upload to accreditation warehouseDepartments/Units/ 91ֱs SLOs/AUOs effortsCoordinator works in all depts. /units Coordinator works in Division Offices Coordinator works in all depts. /units Coordinator works in VPs officesCoordinator works in all depts. /units General Education Outcome Efforts-Year TwoGen Ed efforts continueGen Ed efforts continue  Gen Ed efforts continueGen Ed Committee summary evaluation of Gen Ed results Project SLOs/AUOsCoordinator generates new SLOs/AUOs and means of assessmentCoordinator continues multiple measures of assessmentCoordinator continues multiple measures of assessmentResearcher summarizes data to be included in Project Summary EvaluationAccreditationSLOs/AUOs 5 column info uploaded to warehouse Gen Ed 5 column info uploaded to warehouseSLOs/AUOs 5 column info uploaded to warehouse Gen Ed 5 column info uploaded to warehouseSLOs/AUOs 5 column info uploaded to warehouse Gen Ed 5 column info uploaded to warehouseC o m m u n i c a t i o nInformal Updates Opening Meeting: status report Coordinator updates Mgmt Teams/ Divisions Monthly Newsletters Coordinator updates Mgmt Teams/ Divisions Monthly Newsletters Coordinator updates Mgmt Teams/ Divisions Monthly Newsletters May: Final Newsletter for the year Formal Reports August: Report to all constituents w/ status reportsDec: Report to all constituents w/status reportsJan: Report to all constituents w/ status reportsMay: Report to all constituents w/ status reports Project Summary/Evaluation to Dean and VP Instruction, and Faculty AssociationForumsInter-area discussion On Gen Ed outcomesInter-area discussion on PIE ProcessWebsiteupdatesupdatesupdatesupdates General Education Assessment Implementation Timeline 2009-10 Areas of InterestAug - OctNov - JanFeb - AprMay - JulyProfessional & Organizational DevelopmentSupplemental workshopsSupplemental workshops On-campus conferenceAssess results of training, surveys- Upload to Accreditation Warehouse Determine future needsPIE (Planning for Institutional Effectiveness) All Depts./Units begin PIE Coordinator provides assistanceDec All Depts./Units submit PIE to Managers Jan All Managers submit summaries to VPs Feb VPs submit summaries to IECInstitutional Effectiveness Committee summary/evaluation of PIE process To PAC Upload to accreditation warehouseDepartments/Units/ 91ֱs SLOs/AUOs effortsCoordinator works in all depts. /units Coordinator works in Division Offices Coordinator works in all depts. /units Coordinator works in VPs officesCoordinator works in all depts. /units General Education Outcomes Efforts-Year ThreeGen Ed efforts continueGen Ed efforts continue  Gen Ed efforts continueGen Ed Committee summary evaluation of Gen Ed results Project SLOs/AUOsCoordinator generates new SLOs/AUOs and means of assessmentCoordinator continues multiple measures of assessmentCoordinator 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